DOCUMENT RESUME

ED 280 863 TM 870 190

AUTHOR Athanasou, James A.TITLE An Outline of the Development of the Vocational

Interest Survey pnd Preliminary Technical Data.Information Paper. [Draft].

INSTITUTION New South Wales Dept. of Industrial Relations andEmployment, Darlinghurst (Australia). Human ResourcesDiv.

REPORT NO ISBN-0-7305-2116PUB DATE Dec 86NOTE 30p.; For related documents, see TM 870 191-193.PUB TYPE Reports - Research/Technical (143)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Careers; Construct Validity; Correlation; Foreign

Countries; High Schools; *Interest Inventories; ItemAnalysis; Measurement Techniques; Occupations;*Questionnaires; Rating Scales; Research Design;Surveys; *Test Construction; Test Reliability;*Vocational Interests

IDENTIFIERS Australia (New South Wales); Holland VocationalPreference Inventory; *Vocational Interest Survey

ABSTRACTThe Vocational Interest Survey (VIS) is a set of six

questionnaire scales for measuring vocational interest. It isdesigned for Australian users and is consistent with Holland's theorythat there are six basic career categories. This paper discusses thedevelopment of the VIS and presents some technical data on thequestionnaires. Items were provided by the users (in the form offree-association responses) rather than by psychologists. Based onthose items, a pilot questionnaire was prepared, which containedthree separate lists of 138 occupations, 105 study courses, and 152activities. Complete-link clustering was used to develop sixtemporary groups of occupational items. The 105 items relating tostudy courses were then correlated with the six experimental scales.Further item-analyses were conducted to produce six combinedjobs/study courses scales with maximum internal consistency. Finally,activity items were select'd and added to the combined jobs/studycourses. Reliability of v.S cales was assessed using measures ofinternal consistency, sp_it-half reliability, and test-retestcoefficients. In addition, the intercorrelations of the six VISscales, the construct validity of the VIS, and the relationshipbetween vocational interests on the VIS and career relatedcharacteristics were measured. The appendix provides a listing whichsummarizes the overall responses to each item. (JAZ)

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INFORMATION PAPER

AN OUTLINE OF THE DEVELOPMENT OF THE VOCATIONAL

INTEREST SURVEY AND PRELIMINARY TECHNICAL DATA

James A. Athanasou

U.S. DEPARTMENT OP EDUCATIONOffice of Educatbnal Research and Improvement

EDUCATIONAL RESOURCES INFGRMATIONCENTER (ERIC)

Is document has been reproduced asreceived from the person or organizationoriginating

0 Minor changes have been made to improvereproduction quahty

Points of view or opinions stated in this docu .ment do not necessarily represent officialOERI position or poficy

"PERMISSION. TO REPRODUCE THISMATERIAL I-1,tk BEEN GRANTED BY

in 4 (Y1*._

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

TRAINING 8. POLICY BRANCH

HUMAN RESOURCES DIVISION

NSW DEPARTMENT OF INDUSTRIAL RELATIONS 8. EMPLOYMENT

This report is a draft for inter-office circulation.

Comments and criticisms are solicited but this should

not be cited as a reference without the permission of

the author.

AN OUTLINE OF THE DEVELOPMENT OF THE VOCATIONAL

INTEREST SURVEY AND PRELIMINARY TECHNICAL DATA

The Vocational Interest survey (VIS) provides

counsellors and careers advisers with information at

low cost and with brief testing time. It provides one

more way in which people may learn about occupational

options.

The VIS was developed for Australian users, and is

consistent with Holland's (1973) theory that there are

six basic career categories. However, the questions

and categories were developed on a different rationale

from Holland's own Vocational Preference Inventory or

Self-Directed Search. The format is also different.

The present report provides information en the

development of the Vocational Interest Survey and

Summarises some initial technical data on the six

questionnaire scales which make up the VIS.

1. DEVELOPMENT OF THE VOCATIONAL INTEREST SCALES

The were five steps in the development of the

Vocational Interest Survey. The initial emphasis was

that items should be provided by the users, rather than

by psychologists, in order to ensure that the items

included were familiar to a majority of subjects. As

well, this ensured that items were novel, interesting

and culturally relevant.

2 BEST COPY AVAILABLE

High school subjects (N=148) were asked in a written

free-association task to list as many jobs as they

could remember in one minute. The rationale for this

procedure was that subjects should be able to recognise

items which they had recalled from memory and which

they had committed to writing. Simialr free-

association tasks in relation to leisure, activities

and study courses were also administered to the same

subjects, who produced 714 jobs, 999 courses and 1006

activities. Some examples of these responses are

provided below:

EXAMPLES OF FREE-ASSOCIATION RESPONSES

Female 15 years Male 15 years

(A) JOBS

Air hostess Accountant

Air steward Ambulance driver

Mechanic Chief

Travel Agent Cock

Bank Teller Plumber

Typist Builder

Teacher Bricklayer

Shop assistant Policeman

Housewife Solicitor

Navy Officer Mechanic

Secretary

Lawyer

(B) STUDY COURSES

Maths Law

English Teaching

Science Cooking

Geography New Methods

History. Books - fiction

non - fiction

Law

Police work

Botanist

Marine biologist

Bird watcher

5

(C) ACTIVITIES

Reading Playing various spertsWriting novel s Go huntingSwimming Watch T.V.Hockey Go to cinema, driven-InTennis Stay at homeSurf Ing Spend time outdocrsRol I cr skatingIce skatingStudy ling

In the second stage, only those items which occured 2

or more times were included in a pilot questionnaire.

This reduced the number of idiosyncratic responses, and

only generally familiar responses were retained. The

pilot questionnaire contained three separate lists of

138 occupations, 105 study courses and 152 activities

arranged in homooeneous interest groups (outdoor,

mechanical, computational, scientific, persuasive,

artistic, literary, musical, social service and

clerical). Subjects were asked to indicate those items

liked, and responses were scored like = 1 dislike =0.

This pilot questionnaire was then administered to 571

vocational guidance clients (311 females; 260 males) in

rural and metropolitan vocational guidance branches

throughout the state.

Tn the third stage, complete link clustering (Johnson,

1967) was used to develop six temporary groups of

occupational items, which were of homogeneous content

(e.g. all scientific occupations) and broadly

consistent with the Holland typology. Itmes comprising

4

each scale were then selected to correlate higher with

their total score, than any other scale. Five

subsequent item-analyses correlated each item ith the

scale totals, until such time as the six experimental

scales had maximal internal-consistency. Statistical

and technical details of those scales have been

reported previously (Athanasou, 1982).

In the fourth stage, the 105 items relating to study

courses were correlated with the six experimental

scales. Further item-analyses were conducted along the

same lines as above to produce six combined jobs/study

courses scales with maximal internal consistency. The

final stage involved adding and selecting from the 152

activity items to the combined jobs/study - courses.

The final number of items, mean scale scores standard

deviations and item correlations are listed in Table 1.

The appendix provides a listing which summarises the

overall response rate to each item.

The uneven number of items in each scale may deserve

some comment as it departs from established practice.

To a very large extent it reflects the.uneven

distribution of occupations and activity preferences in

the workforce (i.e. the large number of non-

professional, semi-skilled and trades). For example, a

random sample of 250 occupations listed in the

Australian Standard Classification of Occupations

(ASCO) showed that some 58% of first letter codes were

5 7

Realistic or Practical (Athanasou, 1984). Furthermore,

there are relatively few opportunities for practising

enterprising activities in school environments (Funder et

al. 1983). Results of a study by Funder et al. (1983),

suggest that in Australia, different kinds of vocational

interest show different developmental trends.

8

TABLE 1:V3CA1IONAL INTEREST SURVEY SCALES - TECHNICAL DATA

SCALE No, OF SCALE SCORES(N:571) WOMEN (N:311) MENIN:2601 STANDARD ERROR AVE ITEM-TOTAL AVd INTER-ITEM

ITEMS MEAN STD. DEVN MEAN STD. DEVN MEAN STD. DVN OF MEASUEEMENT CORRELATION CORRELATION

PRACTICAL

3C1ENTIFIC

RTISTIC

OCIAL

S1NESS

LERICAL

65 10.93 12.27

35 7.49 6.58

40 9,44 8.30

39 12.98 9.07

19 3,12 3,55

24 4.43 5.28

7.56

6.04

10.61

16.23

3.12

5.27

10.76 14.98 12.77 2.51 0.78 0.276

5.84 6.55 6.29 2.08 0,67 0.209

9.07 8.75 7.58 2.27 0.69 0.234

6.88 9.09 7.69 2,43 0.67 0.246

3.46 3.13 3.68 1.39 0.74 0,228

5.94 3.45 4.18 1.56 0.82 0.309

BEST COPY AVAILABLE

10

Some items in the VIS appear in more than one section

(i.e. jobs, courses, activities) of a category and this

may lead to the impression that there is considerable

overlap in items. However, it seems to be the cese

that jobs, courses and activities do not constitute a

single domain (Holland, 1973). Correlations oetween

these items in the three sections are generally low,

and some examples are provided below:

Job Course Activity item-Total Proportion

Correlationanswering "like"

A. Hairdresser-Job .17 .25 .686 :254

Hairdressing-course .34 .542 .271

HairdressIng-activity .808 .454

B. Carpenter-Job .28 .17 .906 .201

Carpenter-course .27 .832 .228

Carpenter-activity .713 .075

C. Builder-Job .23 .53 .999 .161

Builder-course .35 .789 .186

Builder-activity .956 .105D. Computer programmer-Job .19 .32 .691 .299

Computer operator-Job .22 .30 .682 .273

Computers-course .16 .942 .180

Working computers-activity .479 .247

Thus, it is argued that there are different perceptions

of the "same" . 3m when it is listed as a job, a course

of study or an activity. Finally, no item was included

in more than one scale.

2. PRELIMINARY TECHNICAL DATA

The preliminary tech:lical data provided in this paper

relate to the reliability and consistency of each of

the six interest categories or scales of the VIS.

Additional data is outlined on the relationships among

the six interest categories, and between the VIS and

other variables such as ability or personality

Reliability

Reliability of the VIS scales was assessed using

measures of internal consistency, split-half

reliability and test-retest coefficients. Thus, both

the stability and consistency of vocational interest

responses were examined.

Coeffir-ient of Internal Consistency

The intermal consistency estimates of reliability based

on the Kuder-Richardson 20 formula are shown in Table

2. Essentially, these measures indicate the eegree to

which the items in each scale are measuring che same

thing. Results for the original test-development

sample indicate thac the contents of each scale are

relatively homogeneous (0.84 to 0.95). Separate data

was collected on 1420 high school students and the

internal consistency reliability estimates for each

scale were as follows: 0.92, Practical; 0.84,

912

Scientific; 0.89, Artistic; 0.91, Social; 0.83,

Business 0.84, Clerical.

Spilt-half Split-half reliability coefficients from

the original sample (N=571) range from 0.86 to 0.96.

Test-Retest The stability of the scales is indicated

by the correlation between test scores and scores on

retest after a time lapse. For interests, this is an

important measure, since the likes and dislikes of

adolescents for particular items may vary in the short-

term. Data on 96 high school students (44 female and

52 male) tested one-week apart showed the following

test-retest coefficients, which range from 0.72 to

0.91:-

Scale Test Retest Coefficient (N=96)

Practical 0.81

Scientific 0.83

Artistic 0.84

Social 0.91

Business 0.72

Clerical 0.83

Coefficients of internal consistency, split-half and

test-retest stability, together with the Hoyt's

analysis of variance index indicate that the VIS scales

have extremely high reliability. In part, these high

10

13

reilabilities are due to the large number of items per

scale, the methods of item selection and scale

construction procedures.

TABLE 2: RELIABILITY OF VIS SCALES

Scale Kuder-Richardson 20 Rulon Split-Half Hoyts Analysis

Reliability Reliability of Variance

Practical 0.95 0.96 0.98

Scientific 0.90 0.92 1.00

Artistic 0.92 0.94 1.00

Social 0.92 0.94 0.99

Business 0.84 0.86 0.95

Clerical 0.91 0.87 0.W

Scale Relationships

The intercorrelations of the six VIS scales are

presented in Table 3. Generally, the hexagonal

arrangement of interests proposed by Holland was

confirmed. The mean correlation for adjacent scales

(RI, IA, AS, SE, EC, CR) was 0.37, for alternate scales

on the hexagon (RA, IS, AE, SC, ER, CI) it was 0.31,

and for opposite scales on the hexagon (RS, IE, AC) it

was 0.21. These results are in accordance with earlier

findings, that the relationships between the categories

are inversely proportional to the size of the

correlations between them. However, it was also

11

14

observed that the data are not in the perfect hexagonal

order and this point was noted by Holland: "At best,

the hexagonal resulting from real world data are

misshapen polygons, but this arrangement is superior to

the use of unrelated or unordered categories, (1974,

43).

TABLE 3: CORRELATION MATRIX-UPPER TRAINGULAR ELEMENTS (N.2459)*

PRACT SCI ART SOC BUS CLER

Practical

Scientific

Artistic

Business

Clerical

- 233*

-

101

514

-137

441

590

-

223

467

410

351

-

067

296

310

414

514

Mean

Stand. Dev.

11.4

10.3

8.1

5.9

10.2

7.7

12.7

8.9

5.5

4.1

6.0

5.0

p.

Principal components analysis with rotation to the

varimax criterion (Kaiser, 1958) produced results

comparable with earlier studies, namely, a general

factor probably related to method and a bipolar Things

(practical) VS People (Social) component (cf Athanasou

et al 1981). Loading for components with eigen values

> 1.0 are listed in Table 4.

1 5

12

TABLE 4: PRINCIPAL COMPONENTS SOLUTION (n=2459)*

Scales

UNROTATED

I II

Practical 20 90

Scientific 75 1 7

Artistic 77 -13

Social 73 -47

Business 74 22

Clerical 66 -05

Eigenvalue 2.75 1.15

45.8% 19.1%

ROTATED

h2

05 93 87

71 29 59

78 -00 61

80 -34 76

70 35 61

66 06 44

% Total Variance

* Decimal point omitted from Tables 9 and 10.

CLERICAL

PRACTICAL .23 SCIENTIFIC

.29

.411114111ilt 1111116..

'4A41.06 .54

.51

,17 :

BUSINESS SOCIAL.35

HEXAGONAL ARRANGEMENT OF VIS SCALES AND INTER-CORRELATIONS (N=2459)

131 6

ARTISTIC

Complete-link clustering using the hierachica 1

procedure ot Johnston (1967) produced a partial match

to the Holland (1973) model, in terms of the ordering

of interest categories. The independence of all scales

especially the Practical sc:,le was also confirmed by

these results.

PRACT. ART. SOC. SCI. BUS. CLER.

Complete-link clusters of VIS Scales.

Correlation with other measures of Holland's types

Correlations between the Occupations section in each

scale of the VIS and six scores from the Occupations

section of the Self-Directed Search were available from

a pilot study of guidance clients(n=79). In all six

instances correlations between the related Self-

Directed Search and VIS scales (i.e. Practical with

Realistic; Scientific with Investigative: Artistic with

Artistic; Social with Social; Busi.ness with

Enterprising; Clerical with Conventional) were highest

14 1 7

(see Table 3). Some perspective on these results was

provided by correlations between Holland's Vocational

Preference Inventory and the Self-Directed Search, also

developed by Holland. The median correlation was 0.43

for males and 0.55 for females (Holland, 1979). For

the six UNIACT (Lamb & Prediger, 1981) and VPI scales,

the median was 0.46 for males and 0.52 for females.

For the VIS, the median correlation was 0.64 and

indicated the close relationship in format and style of

these two measure of Holland types.

Other measures of interests, ability, and personality

Additional data relevant to the construct validity of

the VIS are provided in this section. an understanding

of what the VIS scales are measuring and the pertinence

of these scales is gained by examining their

relationships to cognitive measures, personality

ratings, and vocational constructs.

Correlations with self-estimates of Kuder interests

from the Kuder Interest Survey - KIS (Athanasou, 1980)

are shown in Table 5 the KIS was administered the same

time as the pilot questionnaire to 571 guidance

clients. Both inventories were designed to measure

basic interests, and the highest correlations for

related scales support the expected results.

1 815

Relationships between the VIS Occupations items in each

scale and the Eysenck Personality Questionnaire

(Eysenck & Eysenck, 1976) are indicated in nabie 5 Data

were based on the responses of 30 guidance clients and

support previous findings of low correlations between

personality and vocational interests (c.f. Athanasou et

al. 1982). The New England Personality Questionnaire

(Fitzgerald & Cole 1976) which measures extraversion,

anxiety and flexibility was administered with the VIS

to 77 senior high school students. Results (see Table

5) again confirm the pattern of low correlations with

career interests. The VIS and the Marlow - Crowne

Social Desirability scale (Greenwald & Satow, 1970)

were also administered to another separate sample of 82

high school students. Results indicate the responses

to the VIS are not correlated with social desirability

response set (see Table 5).

The VIS was correlated with a variety of cognitive

measures. Linguistic and quantitative reasoning were

assessed by the Wesman Personnel Classification Test

with 134 high school students. A general reasoning

factor was assessed by using the B Scale of the IPAT

Sixteen Personality Factor Questionnaire with 92 high

school students. General knowledge was assessed by the

information sub-test of the Naylor-Harwood Adult

Intelligence Scale (an Austrlaian adaptation of the

Wecshler Adult Intelligence Scale). This was

administered to 124 high school students in order to

16 1

measure an aspect of verbal IQ and breadth of

interests. Results indicated low correlations between

interests and abilities (Table 5). The highest

correlation of 0.35 was between the NHAIS Information

and Scientific interests.

Correlations with vocational characteristics

Tables 5 also provides an outline of the relationship

between vocational interests on the VIS and career-related

characteristics. These results were based on separate

studies of high school students. The total score on the

Job Knowledge Survey (Loesch, 1978) was not significantly

relatea ( o< = 0.05) to any of the six VIS scales. The

level of career decidedness was assessed by the Career

Decision Scale (Holland & Holland, 1977). Again, this

variable was relatively independent from interests. When

subjects were divided into decided or undecided based on

the Occupations Alternative Questionnaire (Slaney, 1980)

it was apparent that being decided or undecided about a

career was not significantly correlated with career

interests. The extent of career exploration was assessed

using a checklist - Finding out facts about jobs

(Athanasou, 1986). Except for the Practical and Clerical

scales, there was a significant (p( 0.05) positive

correlation between the extent of career exploration and

the level of some career interests.

17 2 0

Finally, high school students' (N=946) self-ratings of

their vocational interests on a 7 - point Likert scale

(Very high to very low) correlated significantly and

positively with measured interests from the six scales

of the VIS.

TABLE 5 CORRELATIONS OF SCALES WITH OTHER MEASURES*

SCALES PRACTICAL SCIENTIFIC ARTISTIC SOCIAL BUSINESS CLERICAL

Self-Directed Search (N=79) 1

Realistic 64 32 -01 -22 24 80

Investigative 18 69 29 17 26 19

Artistic -00 33 73 44 47 09

Social 06 46 43 60 42 21

Enterprising 28 32 37 24 63 37

Conventional 13 20 07 10 34 52

Self-estimates (N=946)

Practical 48 09 -03 -18 02 -04

Scientific 06 51 12 04 22 06

Artistic -14 10 50 22 07 01

Social -20 17 26 57 10 11

Business -05 07 12 18 40 20

Clerical -08 -03 -04 07 22 60

Kuder Interest Survey (N=571) 2

Outdoor 29 27

Mechanical 60 -32 52

Computational 23

Scientific 50

Persuasive 25 34

Artistic 54 20

Literary 25 24

Musical 23

Social Service -23 51

Clerical 20 58

Eysenck Personality Questionnaire (N=30)1°2

Psychoticism 10

Extraversion 31

Neuroticism 37 38

Lie 24

* Decimals omitted1 Correlation with VIS-Occupations section2 Highest Correlations only

1 8 21

SCALES PRACTICAL SCIENTIFIC ARTISTIC SOCIAL BUSINESS CLERICAL

New England Personality_ Questionnaire (N-77)2

16Extraversion 36 -15Anxiety -18Flexibility

11 -16

Marlow-Crowne Social Desirability Scale (N2382)

Social Desirability 07 13 13 06 -07 10

Wesman Personnel Classification Test (Nw134)

General Reasoning 06 03 -11 -25 -22

IPAT Intelligence Factor B (N=92)

Factor B Intelligence -04 24 20 -03 14 -05

NHAIS Information Test (N=124)

Information 16 34 27 -12 16 -11

Job Knowledge Survey (N=77)

Job Knowledge -05 05 -14 02 -06 01

Career Decision Scale (N=64)

Decidedness 17 -04 -05 14 -02 -22

Occupational Alternatives Questionnaire (N=64)

Decide (N=45) vs 09 01 19 31 08 78

Undecided (N=19)

Finding out Facts about Jobs (N=101)

Career exploration 08 48 48 45 22 05

* Decimals omitted1

Correlations with VIS2Highest correlations only

1 9

22

References

Athanasou, J. A. (1980)

Kuder Interest Survey: Manual (Reasearch

Edition), Sydney. N.S.W. Division of Vocational

Guidance Services.

Athanasou, J. A., O'Gorman, J. & Meyer, E. (1981)

Factorial validity of the vocational interest

scales of the Holland Vocational Preference and

Psychological Measurement, 41, 523-527.

Athanasou, J. A. (1981)

High School students preference for and sense of

understanding of the Holland vocational interest

categories. Research Report, N.S.W. Department of

Industrial Relations.

Athanasou, J. A. (1982)

Vocational Interest Survey - Si* scales for the

measurement of Holland's vocational typology.

Research Report. Sydney: N.S.W. Department of

Industrial Relations. ISBN-0-7241-4174-5.

Athanasou, J. A. (1984)

Distribution of job characteristics from random

sample of 100 occupations from ASCO. NSW

Department of Industrial Relations.

2023

Athanasou, J. A. (1986)

A behavioural checklist of career exploration

activities for use in vocational guidance and

research: preliminary study. Behaviour Change,

3(1), 48-52.

Eysenck, H. H. & Eysenck, S.B.G. (1976)

Psychoticism as a dimension of personality. Lond.:

Hodder & Stoughton.

Fitzgerald, D. & Cole, B. (1976)

A personality model for the analysis of teaching.

Final research report to the Commission on Advanced

Education.

Funder, K. A., Taylor, K. F. & Kelso, G. I. (1983)

Developmental trends in adolescent vocational

interests. Paper presented at 18th Annual

Conference, Australian PsIychological Society,

University of Sydney.

Greenwald H. J. & Satow, Y. (1970)

A short social desirability scale. Psychological

Reports, 27, 131-135.

Holland, J. L. (1973)

Making vocational choices: A theory of careers,

Englewood Cliffs, N. J. : Prentice-Hall.

21 24

Holland, J. L. & Holland, J. E. (1977)

Vocational indecision: More evidence and speculation.

Journal of Counseling Psychology, 1977, 24(5), 404-

414.

Holland, J. L. (1979)

Professional manual, 1979 edition. The Self-Directed

Search, Palo Alto, Calif. : Consulting Psychologists

Press.

Johnson, S. C. (1967)

Hierarchical clustering schemes, Psychometrika, 32,

241-254.

Kaiser, H. F. (1958)

The varimax criterion for analytic rotation in factor

analysis, Psychometrika, 23, 187-200.

Lamb, P. R. & Prediger, D. J. (1981)

Technical report for the Unisex Edition of the ACT

Interest Inventory (UNIACT), Iowa, American College

Testing Program.

Loesch, L. C. (1978)

Manual for the Job Knowledge Survey, gainsville:

University of Florida (mimeograhp).

Wesman, A. G. (1965)

Wesman Personnel Clasification Test. Manual New

York: The Psychological Corporation.

22 25

APPENDIX RESPONSE RATES AND ITEM-TOTAL CORRELATIONS

Item

PRACTICAL

CorrectedBiserialItem-Total

Correlations

Farmer 0.547Greenkeeper 0.497Labourer 0.706Surveyor 0.584Grazier 0.499Sportsman/Sportwoman 0.423Mechanic 0.912Electrician 0.876Carpenter 0.906Engineer 0.791

Plumber 0.940Butcher* 0.639Builder 0.999

Boatbuilder 0.428Boilermaker 0.930Truck Driver 0.785Fitter & Turner '.919

Panelbeater' .880

Auto Electrician .000

Civil Engineer 50

Tiler ).

Apprentice U.809Miner 0.799Technician 0.788Pilot 0.864Cabinetmaker 0.819Concreter 0.903Driver 0.698Electrical Fitter/Mechanic 0.913Electronic Technician 0.731

Electronic Engineer 0.819Machinist 0.937Toolmaker 0.627Maps 0.555Engineering 0.418Mechanics 0.687Technical Courses 0.413Electronics 0.907Apprenticeships 0.701Boilermaking 0.798Building 0.789Carpentry 0.832Driving 0.933Civil Engineering 0.917Industrial Arts 0.533Metalwork 0.709Plumbing 0.594

Woodwork 0.634Shooting 0.796Bricklayer 0.948

23

Proportionanswering

'like'

0..296

0.1820.091

0.1440.0930.3260.2450.2030.201

0.1840.1210.0840.161

0.2780.0790.1190.0980.1190.1230.0790.0840.2450.0790.1030.1400.1490.0490.1370.1440.1240.0720.0600.3560.3960.3330.2750.4170.0980.1750.1370.1860.2280.1660.1190.1330.1330.4030.1260.1820.131

26

ItemCorrectedBiserialItem-Total

Correlations

Proprortionanswering

'like'

Playing Football 0.872, 0.212Fighting 0.671 0.166Car racing 0.712 0.201Driving 0.769 0.264Laying bricks 0.869 0.208Operating machines 0.948 0.061Constructing 0.986 0.133Repairing 0.874 0.182Fixing cars 0.583 0.245Doing carpentry 0.713 0.075Doing metalwork 0.558 0.109Moving lawns1.000 0.103Building0.956 0.105Riding motor-bikes 0.762 0.219

SCIENTIFIC

Marine Engineer 0.583 0.119Doctor0.639 0.205Dentist0.616 0.273Veterinarian 0.608 0.273Scientist 0.844 0.165Pharmacist 0.481 0.180Physicist 0.692 0.084Zoologist 0.680 0.243Geologist 0.808 0.114'

Orthodontist 0.545 0.049Surgeon 0.737 0.149Physiotherapist 0.449 0.112Animals 0.482 0.515Agriculture 0.415 0.482Wildlife 0.512 0.229Environment 0.556 0.333Nature 0.477 0.329Science 0.493 0.222Chemistry 0.566 0.471Medicine 0.694 0.349Biology 0.699 0.263Physics 0.626 0.243Dentistry 0.754 0.238Geology 0.686 0.166Evolution 0.734 0.156Fossils 0.733 0.275Veterinary 0.586 0.140Zoology 0.535 0.088Psychology 0.794 0.117Sociology 0.693 0.172Bushwalking 0.734 0.135Experimenting 0.705 0.212Thinking 0.717 0.228Comprehending 0.538 0.194Solving problems 0.503 0.126

2724

Item

ARTISTIC

CorrectedBiserialItem-TotalCorrelation

Proportionanswering

'like'

Painter 0.654 0.196

Architect 0.514 0.231

Artist 0.944 0.256

Interior Decorator 0.764 0.308

Fashion Designer 0.713 0.233

Florist 0.491 0.079

Jeweller 0.580 0.161

Photographer 0.611 0.370

Designer 0.885 0.205

Signwriter 0.665 0.235

Tracer 0.677 0.067

Actor/Actress 0.642 0.270

Journalist 0.539 0.224

Writer 0.595 0.142

Musician 0.435 0.187

Dancer 0.557 0.203

Flowers 0.519 0.273

Crafts 0.608 0.114

Art 0.440 0.615

Architecture 0.725 0.417

Painting 0.777 0.320

Art History 0.857 0.277

Acting 0.802 0.326

Poetry 0.906 0.254

Cultures 0.922 0.165

Doing handcrafts 0.760 0.266

Rug making 0.656 0.280

Joking 0.518 0.468

Drawing 0.502 0.243

Painting 0.541 0.284

Designing 0.481 0.261

Sketching 0.458 0.117

Creating 0.574 0.191

Sculpting 0.927 0.277

Doing pottery 0.605 0.184

Acting 0.819 0.210

Photography 0.678 0.102

Writing 0.693 0.222

Going to theatre/plays 0.633 0.112

Singing 0.576 0.100

SOCIAL

Hairdresser 0.686 0.254

Teacher 0.604 0.303

Nurse 0.714 0.173

Social Worker 0.669 0.317

Vocational Guidance Officer 0.487 0.142

Child Care Assistant 0.702 0.270

Pre-school teacher 0.726 0.259

Nurse's aide 0.634 0.116

Occupational Therapist 0.444 0.079

Cooking 0.552 0.243

25 28

Item

ARTISTIC

CorrectedBiserialItem-TotalCorrelation

Proportionanswering

'like'

Home Economics 0.451 0.271Hairdressing 0.542 0.335Health 0.620 0.461Teaching 0.638 0.231People 0.648 0.243Nursing 0.670 0.219Playing netball 0.656 0.455Doing gymnastics 0.576 0.496Going to the park 0.624 0.571Going for picnics 0.714 0.471Sewing 0.708 0.553Making clothes 0.685 0.173Hairdressing 0.808 0.454Socialising 0.810 0.478Speaking/Talking 0.803 0.524Meeting people 0.782 '35Shopping 0.789 L..518Visiting people 0.798 0.462Nursing 0.661 0.312Caring 0.701 0.445Giving 0.665 0.613Sharing 0.575 0.489Treating sick people 0.407 0.420Helping 0.563 0.205Working with people 0.636 0.229Teaching 0.457 0.217Listening 0.594 0.291Loving 0.585 0.282Being neat 0.674 0.173

ENTERPRISING

Sales Representative 0.705 0.123Manager 0.815 0.207Shopkeeper 0.395 0.128Business Owner 0.773 0.172Retailer 0.616 0.060Insurance 0.583 0.030Travel Agent 0.403 0.306Executive 0.854 0.103Prime Minister 0.500 0.138Lawyer (Solicitor/Barrister) 0.726 0.194Economics 0.492 0.219Commerce 0.633 0.298Politics 0.746 0.184Business 0.749 0.198Government 0.765 0.110Law 0.737 0.182Selling 0.818 0.182Organising 0.777 0.102

Item CorrectedBiserialItem-Total

Correlations

Proportionanswering

'like'

Managing 0.744 0.180

CLERICAL

Accountant 0.754 0.247Banker 0.812 0.250Computer Programmer 0.691 0.299Bookkeeper 0.883 0.116Secretary 0.815 0201.

Clerk 0.895 0.170Typist 0.860 0.161Bank Clerk 0.892 0.191Computer Operator 0.682 0.273Officer Worker 0.967 0.133Receptionist 0.838 0.182Cashier 0.715 0.068Stenographer 0.785 0.070Telephonist 0.833 0.096Mathematics 0.751 0.273Bookkeeping 0.942 0.180Secretarial 0.669 0.123Working Computers 0.479 0.247Typing 0.948 0.138Accounting 0.595 0.096Doing Office work 0.888 0.189Counting 0.888 0.189